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Non Argumentative - All Examples - Move 1
(1) Select a 'function' (2) Select a MOVE (What is this? the function falls into
Rhetoric Moves in
"Introduction"
Stance: Click
on each sentence to see its context (What is this?) * bold = Stance Keywords
Move 1: Establish a territory
1. Children everywhere learn by observing and listening-in on activities of adults and other children. (Rogoff)
2. They observe and listen with intent concentration . . .(Rogoff)
3. and their collaborative participation is expected
4. This tradition, which we refer to as intent participation , is prominent in many indigenous American communities (Rogoff)
5. Intent participation is a powerful form of fostering learning. (Rogoff)
6. It contributes to impressive learning such as that accomplished by young children learning their first language and continues in importance throughout life. (Rogoff)
7. Researchers have invoked the notion of scaffolding, a construct crafted to characterize how more experienced peers or adults can assist learners. (Reiser)
8. One aspect of the argument for technology has been that. . .
9. As defined in early research, scaffolding is said to occur when a more knowledgeable person helps a learner succeed in tasks that would be otherwise beyond their reach (Wood, Bruner, & Ross, 1976).
10. Scaffolding is a key strategy in cognitive apprenticeship, in which students can learn by taking increasing responsibility in complex problem solving with the guidance of more knowledgeable mentors or teachers (Collins, Brown, & Newman, 1989).
11. In the European context, we use the term migrant or minority youth to refer to the children of first-generation ethnic minorities, who may or may not have the nationality of the host country (Phalet)
12. Predominant postcolonial and guest worker types of immigration in Europe occupy an intermediate position in between upwardly mobile immigrants and permanently excluded immigrants (Ogbu, 1992).
13. For at least a century, educational critics and school reformers have pointed to high school history teaching as the model for poor and ineffective pedagogy. (Bain)
14. For better or for worse, composition studies has become a fragmented discipline.(DePew)
15. At the college level, the teaching of writing has challenged instructors to negotiate a wide scope of exigencies, such as diversity of student audiences, various proficiencies of academic literacy, and the quick evolution of the technologies students use for writing.
16. With weeks of student contact hours, instructors choose to focus on a few of these issues, both in their teaching and in their research.
17. Therefore, in composition studies, instructors move towards specializations.
18. This description represents the current status of digital writing studies and second language (L2) writing.
19.. . .they have evolved from different disciplinary and epistemological traditions.
20. In their own right, these fields have prospered . . .
21. in addition to having their own journals, conferences, and listservs, these fields get recognition within mainstream composition venues.
22. this type of cross-disciplinary research is outside of their expertise, an argument echoed by L2 writing specialists. (DePew)
23. Learning to read presents a paradox. (Rayner)
24. For an adult who is a good reader, reading feels so simple, effortless, and automatic that it is almost impossible to look at a word and not read it. (Rayner)
25. For many children, learning to read is an extraordinarily effortful task, a long and complicated process that can last for years. (Rayner)
26. That is the essence of the paradox. (Rayner)
27. The paradox is interesting to the scientist. . .
28. Literacy is an essential ingredient of success in societies like ours, where so much information is conveyed by the written word.
29. Furthermore, a literate population is a key to the functioning of these societies.
30. To help them, as well as children just learning to read, it is important to understand the source of their difficulty and how to overcome it. (Rayner)
31. The use of corpora has become common in language research over the last decades. (Rietveld)
32. In many branches of linguistics, corpora provide core data for survey research and for the development and testing of hypotheses.
33. Research tools have been developed to make these corpora easily accessible. (Rietveld)
34. Trust is central to human relations of all kinds. (Lenard)
35. We trust our parents, our friends, our teachers, and so on.
36. . . as we go about our daily lives.
37. In these situations, trust is an element of human relations . . .
38. . . . trust is something that one person extends to and receives from another which contains both attitudinal and behavioural elements.
39.. . .we become vulnerable to the possibility of disappointment or betrayal.
40.. . .the risk of disappointment is inherent in the concept of trust (Warren, 1999a, p. 311). (Lenard)
41. The questions of whether there should be a minimum voting age and, if so, at what age it should be set, are significant political issues, . . .(Chan)
42. . . .remembering and carrying out actions take place in the context of individual's current ongoing activities. (Kazen)
43. The concept of forgiveness has received increased attention by researchers in personality and social psychology during the last decade (cf. Exline, Worthington, Hill, & McCullough, 2003). (Orth)
44. . . . then it has important implications for counseling and psychotherapy following hurtful experiences.
45. Software for automated evaluation of student essays has become a prevalent technology over the past few years. (Burstein)
46. As educators became more comfortable with automated essay scoring technology . . .(Burstein)
47. For example, they were interested in the evaluation
48. . . religion serves as a refuge from a number of negative psychological experiences and emotions. (Saroglou)
49. . . . people show stronger belief in God and supernatural agents in general (Norenzayan & Hansen, 2006) . . . (Saroglou)
50. . . . and people with extrinsic value orientation show higher levels of spirituality (Cozzolino, Staples, Meyers, & Samboceti, 2004). (Saroglou)
(back to top) 51. All of this evidence gives support to classic theorists who have emphasized the defensive function of religion against frustration, anxiety, fear, deprivation, and so on (e.g., Freud, 1927/1961; Glock, 1964; Marx, 1843/1979). (Saroglou)
